Abstract
This paper argues that current approaches used to assess and monitor
student engagement in UK higher education are failing to fulfil their
potential by superficially helping institutions to appear professional and
innovative yet failing to accurately measure and improve engagement.
Drawing on service management literature including (Public) Service
Dominant theory, this paper argues that current strategies are failing to
deliver for three main reasons. They do not capture the full value
students derive from their engagement experience, they underplay the
impact of peers within the ecosystem and they do not effectively
engage employees. The paper concludes by exploring the implications
of these omissions for further research and practice.
student engagement in UK higher education are failing to fulfil their
potential by superficially helping institutions to appear professional and
innovative yet failing to accurately measure and improve engagement.
Drawing on service management literature including (Public) Service
Dominant theory, this paper argues that current strategies are failing to
deliver for three main reasons. They do not capture the full value
students derive from their engagement experience, they underplay the
impact of peers within the ecosystem and they do not effectively
engage employees. The paper concludes by exploring the implications
of these omissions for further research and practice.
| Original language | English |
|---|---|
| Pages (from-to) | 1 |
| Journal | Studies in Higher Education |
| Early online date | 13 Sept 2019 |
| DOIs | |
| Publication status | E-pub ahead of print - 13 Sept 2019 |
Keywords
- Student engagement
- behavioural analytics
- public services management
- service dominant logic
- student ecosystem
